Are We Asking the Right Questions? An Analysis of Research on the Effect of Teachers' Questioning on Children's Language during Shared Book Reading with Young Children

Autor/inn/en	Walsh, Rosalind L.; Hodge, Kerry A.
Titel	Are We Asking the Right Questions? An Analysis of Research on the Effect of Teachers' Questioning on Children's Language during Shared Book Reading with Young Children
Quelle	In: Journal of Early Childhood Literacy, 18 (2018) 2, S.264-294 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798416659124
Schlagwörter	Intervention; Experimental Groups; Thinking Skills; Skill Development; Questioning Techniques; Early Childhood Education; Educational Practices; Cognitive Development; Story Reading; Preschool Children; Language Acquisition; Language Skills; Literacy; Research Needs; Literacy Education; Teaching Methods; At Risk Students; Educational Research; Databases; Books + Suchen Sie Ihr Suchwort? Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Befragungstechnik; Fragetechnik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Forschungsbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Datenbank; Book; Buch; Monographie; Monografie
Abstract	A review of 20 experimental, shared book reading (SBR) interventions using questioning strategies with preschool children was conducted. The studies were analyzed in terms of their quality, focus, and the questioning strategies employed. Although there were few methodological concerns about the studies conducted, treatment fidelity and replicability of the reported interventions are raised as issues needing attention in future research. The impact of questioning strategies on language and pre-literacy skills tended to be a focus of the reported studies, with little investigation of the development of children's thinking skills through questioning, and there were few attempts to analyze children's responses to different types of questioning techniques. Across the reported studies, there was also a lack of consistency around the terminology associated with different kinds of questioning. The article concludes with discussion of implications for the use of questioning techniques in early childhood education practice and argues for research into the impact of different questioning techniques on children's cognitive development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01